2.4 Types of Language Games

Classifying games into categories can be difficult, because categories often overlap. Lewis and Bedson classify language games into 10, they are:

• Movement games

In these games the children are physically active and the class need to be closely monitored.

• Card games

Children collect, give away, exchange, sort and count cards. The cards can have a meaning or value in a game, or simply serve as symbols for objects or actions.

• Board games

Any games which mainly involve moving markers along path. Board games can be made by the children as a fun activity.

• Dice games

Dice games are incredibly versatile. Dice need not only have numbers on the faces. They can have numbers, colors, letters of the alphabet.

• Drawing games

Drawing games are special because they span a gap between key functions of brain. On the one hand, drawing requires creativity and a sensitivity towards the world. On the other hand, children must be able to understand instructions and describe their art. Drawing games are particularly helpful with shy children who are reluctant to talk.

• Guessing games

In guessing games, the aim is to guess the answer to a question of some kind.

• Role-play games

Role-play games can be seen as simple, guided drama activities. It stimulates a child’s imagination and are tests of true communication.

• Singing and chanting games

Singing and chanting games often involve movement, but we decided to list them separately since music plays such important role in early childhood learning.

• Team games

Team games can belong to the other categories, but also require cooperative team work.

• Word games

These games utilize children’s enjoyment of playing with words. They are mostly for older children as they involve spelling and writing.

5. Related Previous Study

Huyen and Nga (2003) in their research, stated that games have been shown to have more advantages and effectiveness in learning vocabulary in various ways. First, games bring relaxation and fun for the students, thus help them to learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested in the activities. These create the motivation for learners of English to get involved and participated actively in the learning activities. Third, vocabulary games bring real world context into the classroom and enhance students in using English language in a flexible and communicative way.

Chapter Three Research Methodology

3.1 Research Design

This research employed a descriptive qualitative design which used case study as the approach is considered appropriate.

3.2 Participant

This research was undertaken in an English course in Cibaduyut. The participants of this research were 18 students whose ages range between 6-7 years old. The reason for choosing these participants were that for children of this age games provide fun learning environment and meaningful language which is conform to their characteristics. Secondly students in this class had most the same English language level that was the beginner’s level since the students had little knowledge of English and can recognize a little number of vocabulary (Phillips, 1993).